Artificial intelligence (AI) literacy has emerged as a crucial aspect of contemporary education, particularly within Open School environments that adopt the STEM model. As education systems evolve to meet the demands of a rapidly digitizing world, equipping students with AI literacy skills has become essential for their academic and professional success. This study systematically reviews and classifies pedagogical strategies that effectively integrate AI literacy into the educational curriculum, with the dual aim of enhancing students' digital competencies and preparing them for the ethical and practical challenges of interacting with emerging technologies.

Employing the PRISMA methodology, this systematic review ensures a rigorous and transparent selection process of relevant studies, enabling a comprehensive analysis of pedagogical approaches. The findings reveal that project-based learning, gamification, and interactive digital tools are particularly effective in fostering AI literacy. These methods promote active and collaborative learning environments that enhance technical skills and stimulate critical and creative thinking. Moreover, gamified elements and hands-on projects increase student engagement, making complex AI concepts more accessible and fostering a deeper understanding of the ethical dimensions of AI technologies.

This review highlights the indispensable role of teacher training and the contextualized application of these strategies. The findings emphasize the need for educators to acquire specific skills to effectively implement AI literacy in diverse contexts, ranging from urban to rural settings. Additionally, the study identifies persistent barriers, such as the digital divide and varying levels of teacher preparedness, which must be addressed to ensure equitable access to AI education.

Future research directions are proposed to explore further the long-term impacts of these pedagogical strategies on student learning outcomes. Longitudinal studies are recommended to evaluate the sustained effectiveness of these methods, while experimental designs in varied educational contexts could provide deeper insights into their adaptability and scalability. Furthermore, the importance of equipping educators with advanced digital competencies is underscored as a key factor in achieving successful integration.

By addressing critical gaps in the literature, this study contributes to the growing field of AI education, offering practical recommendations for curriculum developers, educators, and policymakers. It underscores the transformative potential of AI literacy in preparing students for a dynamic digital future, ensuring they are not only users but informed citizens capable of critically engaging with AI technologies.

Keywords: AI, literacy, education, technology, STEM, learning, innovation, skills.